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Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory

Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory

Ted Fleming
Copyright: © 2018 |Volume: 9 |Issue: 3 |Pages: 13
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781522544265|DOI: 10.4018/IJAVET.2018070101
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MLA

Fleming, Ted. "Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory." IJAVET vol.9, no.3 2018: pp.1-13. http://doi.org/10.4018/IJAVET.2018070101

APA

Fleming, T. (2018). Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory. International Journal of Adult Vocational Education and Technology (IJAVET), 9(3), 1-13. http://doi.org/10.4018/IJAVET.2018070101

Chicago

Fleming, Ted. "Critical Theory and Transformative Learning: Rethinking the Radical Intent of Mezirow's Theory," International Journal of Adult Vocational Education and Technology (IJAVET) 9, no.3: 1-13. http://doi.org/10.4018/IJAVET.2018070101

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Abstract

Mezirow relies on the critical theory of Habermas to give his theory of transformative learning rigor. Yet critiques persist and focus on whether the theory has an adequate understanding of the social dimension of learning and whether it is overly rational. This article addresses these issues and explores relevant ideas from Habermas and Honneth. Critical theory has evolved and Honneth's theory of recognition has implications for transformative learning. Following the communicative turn of Habermas, Honneth makes recognition and freedom key concepts that contribute to developing transformative learning theory. Intersubjectivity and recognition become the necessary preconditions for critical reflection, discourse, democracy and transformative learning. Freedom is also reconfigured and these ideas address the main critiques of transformation theory.

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